Accueil > F1IP 4125 -Gender Economics (NOUVEAU)

F1IP 4125 - Gender Economics

Type d'enseignement : Seminar

Semester : Spring 2020-2021

Number of hours : 24

Language of tuition : English

Pre-requisite

aucun

Course Description

This course invites students to consider the causes and consequences of gender inequality in context of economic and demographic sustainable development, and to understand the important global policy approaches to promoting gender equality.
The format includes a lecture with interactive elements and two major projects. In the lecture, students become familiar with relevant terms, concepts drawn from disciplines including economics, political science, sociology, demography and philosophy. Informed by these diverse perspectives, students undertake two projects. The first individual project focuses on the causes and consequences of gender inequality in the various contexts. The second group project focuses on possible gendered points of leverage with the market, government and community sectors, and encourages students to use these points of leverage to bring about a more just society and sustainable development

Learning Outcomes :

1. Knowledge of literature on gender issues of economic and demographic development.

2. Knowledge of modern research methods and tools for investigation into the impact of the gender factor on development

3. Knowledge of global policy approaches to promoting gender equality to sustainable development

4. Ability to find, structure, systematize and apply gender statistics in studies of the influence of gender on sustainable development

5. Ability to track institutional changes, changes in gender development indicators, and the extent of their impact on economic and demographic development

6. Skills to perform a comparative analysis of the processes of gender equality and the impact of the gender factor on socio-economic and demographic development in the country and worldwide

Professional Skills :

1. Skills to use the gender statistics and researches to formulate new independent hypotheses when selecting and justifying the impact of gender equality indicators

on socio-economic and demographic development

2. Capacity to formulate aims and objectives and evaluate potential consequences of gender policies in context of the sustainable development

Teachers

KALABIKHINA, Irina (Head of the Department of Population at Economic Faculty at Lomonosov Moscow State University)

Pedagogical format

- Q&A discussion board for each week (the Forum function of Moodle)

- Start lecture with Q&A plenary structured around the content of the pre-recorded video or the readings

- After each Zoom session: teacher will be available for an optional informal chat of 15 minutes maximum at the end of the session

- Using the chat function of Zoom

Course validation

(i) the type of assessment:

- The individual project focuses on the causes and consequences of gender inequality in the various contexts in form of the take-home paper using the statistic data and selected article (of 5 to 6 pages)

- The group project focuses on gender polisy issues in form of:

- take-home paper in collaboration to each others using the first papers of participants and the relevant literature (policy brief of 3-4 pages on the gender policy topic chosen in Session 7)

- oral presentation of this paper

(ii) the time-frame for each assessment during the semester, % of each assessment in the final average grade (minimum of two assessments).

- the take-home individual paper is checked at Week 7, 40% of the final average grade,

- the take-home group paper in collaboration is checked at Week 11, 40% of the final average grade,

- the oral presentation of group paper is checked at Session 12 - each group of students organized in Session 7 will present its paper over 15 min + 5 min of Q&A, 20% of the final average grade.

Workload

- In Class Presence: 2 hours a week / 24 hours a semester

- Online learning activities: 2 hours a week / 24 hours a semester

- Reading and Preparation for Class: 3-4 hours a week / 40 hours a semester

- Research and Preparation for Group Work: 3 hours a week / 36 hours a semester

- Research and Writing for Individual Assessments: 3 hours a week / 36 hours a semester

Required reading

  • 1. Elson, D., and A. Seth (Eds.). 2019. “Gender Equality and Inclusive Growth: Economic Policies to Achieve Sustainable Development”. New York: UN Women.
  • 2. Cristian Alonso, Mariya Brussevich, Era Dabla-Norris, Yuko Kinoshita, and Kalpana Kochhar. 2019. “Reducing and Redistributing Unpaid Work: Stronger Policies to Support Gender Equality”, IMF Working Paper WP/19/225
  • 3. Olivetti, C. and B. Petrongolo, 2017. “The Economic Consequences of Family Policies: Lessons from a Century of Legislation in High-Income Countries,” Journal of Economic Perspectives, 31, 205-230.
  • 4. “Engendering development : through gender equality in rights, resources, and voice”. Washington, D.C. : World Bank ; New York : Oxford University Press, 2001. World Bank policy research report

Additional required reading

  • 5. Andreas Kyriacou, Elena Del Rey,José Ignacio Silva. 2020. ”Maternity leave and female labor force participation: evidence from 159 countries”, Journal of Population Economics DOI: 10.1007/s00148-020-00806-1
  • 6. Beaman, Lori, Raghabendra Chattopadhyay, Esther Duflo, Rohini Pande and Petia Topalova, “Powerful Women: Does Exposure Reduce Bias?” Quarterly Journal of Economics, Vol. 124(4): 1497-1540.
  • 7. Jayachandran, Seema. 2015. “The Roots of Gender Inequality in Developing Countries”. Annual Review of Economics, vol.7, pp.63-88
  • 8. Kalabikhina Irina. 2017. “Parental responsibilities and discrimination in employment”, Population and Economics 1(1): 89-116. https://doi.org/10.3897/popecon.1.e36034
  • 9. Matthias Doepke and Michéle Tertilt. “Women's liberation:What's in it for men? ”, Quarterly Journal of Economics, 124(4):1541–1591, November 2009.
  • 10. McDonald, P. 2000. “Gender Equity in Theories of Fertility Transition”, Population and Development Review, 26(3), 427-439.
  • 11. Moshe Hazan and Hosny Zoabi. 2015. “Sons or daughters? Endogenous sex preferences and the reversal of the gender educational gap”, Journal of Demographic Economics, 81(02):179–201.
  • 12. Oded Galor and David N. Weil. 1996. “The gender gap, fertility, and growth”, American Economic Review, 86(3):374–387, June 1996.
  • 13. Qian, Nancy. 2008. “Missing Women and the Price of Tea in China: The Effect of Sex-specific Earnings on Sex Imbalance,” Quarterly Journal of Economics, 123(3): 1251-1285.
  • 14. Raquel Fernández. 2014. “Women's rights and development”, Journal of Economic Growth, 19:38–80
  • 15. THANG DAO, Nguyen, Julio DÁVILA, and Angela GREULICH. “The Education Gender Gap and the Demographic Transition in Developing Countries”, Journal of Population Economics, August 2020. https://doi.org/10.1007/s00148-020-00787-1.
  • 16. Statistic data :